Formal and Informal Assessment of Student Learning
Name: Kerly Way
I. Assignment Description/Requirements
INFORMAL ASSESSMENT:
The particular informal assessment I have chosen to post here, is a Research Packet that students had to complete in the beginning part of their project (project is called Environmental Issues Science Project). This research packet is divided into five major sections and students are required to complete each of these sections:
Log (students record each of their research session times and include the description of their accomplishments)
Environmental Problem (students state their chosen problem and include "causes, effect, solutions" for their problem)
Research (students will research one animal that is affected by their chosen environmental problem; they then describe how the animal's life has been affected and what actions have been taken to solve the problem. Students also include current news events that relate to their topic)
Important Facts Students Should Teach to Others in Their Project (students find additional details that help them to teach someone else about their chosen environmental problem)
Sources for Research (students list any books, articles, and internet websites they use to collect research from)
The reason why this assessment is informal (although it's a graded informal assessment), is that it is a leading-up assignment. It's only the beginning part of their big unit that they're working on. This research packet will demonstrate whether or not students are on the right track with this project and is a great way for them to receive constructive feedback.
FORMAL ASSESSMENT:
The formal assessment I chose to post here, is the Final Copy of the Environmental Problem Research Phase.
This formal assessment is divided into three major sections and students are required to complete each of these sections:
Students use the information in their Research Packet to answer the questions on the formal assessment
Students also write a rough draft paragraph to inform others of what they have learned (about their environmental problem)
Students revise and edit their rough drafts and create a final copy of the paragraph they write.
II. Description of Learning Goals
A. Informal Assessment
Identify an environmental problem that you want to learn more about
Conduct independent research for the project
Find out specific information about the causes and effects (how is the earth harmed?)
B. Formal Assessment
Answer questions in complete sentences
Analyze and revise work to make it more effective in communicating the intended message
Demonstrate scientific inquiry and problem solving by using thoughtful questioning and reasoning strategies, common sense and conceptual understanding from Science Standards 1-4
III. Assessments
A. Description of Informal Assessment
In the Research Packet, students are required to identify an environmental problem of which they wish to learn more about. The choices are: Global Climate Change, Acid rain, Solid Waste, Water Waste, and Watershed Pollution. They then can use library class time AND homework time to research the problem and identify the "causes, effects, and solutions" for it.
Students also are required to fill out a log for every Research Session. They need to also find out additional details that would help them to teach someone else about the problem. In addition, students need to research information about an animal that has been affected by the problem (i.e. global climate change affects polar bears). They then need to find solutions that are being tried currently to correct the problem. Lastly, students need to find specific information about what changes humans can make to avoid the problem in the future.
IMPORTANT: After completing their informal Research Packets and before the students are graded on their work, they will have a chance to self-assess their work. Specifically, one day before these packets are due, students will gather into groups by their similar environmental topic. They then will be given a large easel paper and markers. Students will then collaboratively write down "causes, effects, and solutions" for their environmental problem. They then will stand in front of the class and present their answers (orally, not reading off the poster board). They will also answer questions from the class in regards to their topic. They will do this as a panel. This is a great form of self-assessment for the students because it allows them to share all of their research with other students who have the same topic. They also get enough time to make any revisions and discuss any misconceptions they might hold BEFORE getting graded for the assignment.
In the Final Copy of the Environmental Problem Research Phase, students are required to use the information from their Research Packet and answer the required questions in complete sentences. The questions are designed with an intent to assess students' knowledge over the course of the research and to summarize it all in an effective way. In this assessment, students are required to clearly state their environmental problem and identify an animal (s) affected by it. They also must describe the causes and effects in specific details and in scientific terms. Students also must explain some possible solutions to the problem in a concise form. In this assessment, students also need to include any additional facts and current news that they learned about during the research.
Lastly, students need to write a rough draft in a well constructed paragraph form to inform others of what they have learned about their specific environmental problem. After completing the rough draft, students revise and edit it. They then add a hook and a closure to the final copy. Also, the final copy of the paragraph needs to be on a white lined paper in a neat form.
As a final step in the formal assessment, students are asked to write about any problems that they encountered while doing the research (this would help next year's students to follow the research process).
Class Content: Earth Science
Class Ability Level: Heterogeneous grouping. Out of 71 students, eight have IEP-s, and 6 have 504 plans.
Class Level: 6 th grade
I teach three science classes. Periods B, C, and E.
Period B contains 19 students (9 girls and 10 boys)
Period C contains 27 students (12 girls and 15 boys)
Period E contains 25 students (11 girls and 14 boys)
I selected the work of three students across all of the three different science periods. I chose the lowest level from Period B, the medium level from Period E, and the highest level from Period C class. The reason for choosing work all across the periods (not just from one class), is that I believe it to be a better representative of students' work. I hope this will help to illustrate my analysis of student learning on these same exact assignments across all the classes.
B. Analysis of Informal Assessment
Highest Level of Work, Period C Student:
This student clearly followed directions and completed all of the five major sections that were required in the informal assessment. She completed the sections as follows:
Filled out the Log in great detail. She included the dates and research questions for each of her research sessions. She also nicely and correctly answered the questions she researched in the "what did I accomplish?" box. Also, she filled out the exact time spent on research for each of her questions. Her log grade received full credit.
Filled out the Environmental Problem section. She also correctly included all of the "causes, effects, and solutions". The student included Main Ideas as well as Details. Her environmental problem section received full credit.
Filled out the Research Section. She answered all three of the "what I want to find out" section questions neatly and correctly. Specifically, the student described an animal that has been affected by the environmental problem. She also explained in detail how the animal's life has been affected. In addition, the student described actions that could be taken to solve the problem. Lastly, the student included current news events that relate to her topic. Her research section received full credit.
Filled out the Important facts I Should Teach Others About my Project She included 12 great facts in this section. Clearly demonstrated her time and effort. Student received full credit for this section.
Filled out the Sources for Research section. She correctly recorded all of the websites that she used in her research. All of the internet resources contain the Title (and date whenever available), Website URL address, and the Date of Access. Again, the student clearly demonstrates time and effort in this section. Student received full credit for this section.
Medium Level of Work, Period E Student:
This student overall did a nice job with his informal assignment. However, he did lose some points in two of the required sections. He completed the sections as follows:
Filled out the Log in great detail. He included the dates and research questions for each of her research sessions. The student answered the questions he researched in the "what did I accomplish?" box. Also, he filled out the exact time spent on research for each of the questions. His log grade received full credit.
Filled out the Environmental Problem section with some errors. Student filled out the "causes, effects, and solutions" section for the Main Ideas. However, in the Details section, the student wasn't specific enough. Also, the Details for the "causes" section were incorrect. Student lost 4 points (out of 15) in this section for his errors.
Filled out the Research Section. He answered all three of the "what I want to find out" section questions correctly. Specifically, the student described an animal that has been affected by the environmental problem. He also explained how the animal's life has been affected. In addition, the student described actions that could be taken to solve the problem and also included current news events that relate to the topic. Lastly, the student included two of his own additional questions in this section, which he answered reasonably. His research section received full credit.
Filled out the Important Facts the Student Should Teach to Others in their Project. He included 5 great facts in this section. Clearly demonstrated some time and effort. Student received full credit for this section.
Filled out the Sources for Research section with some errors. When sited a Website, did not include the Title (or the date of the article). Student does not show much time and effort in recording his Sources correctly. Note: a suggestion was made to the students to call directly to a dealer and find out information about the sales of hybrids. Student lost 2 points (out of 5) in this section for his errors.
Low Level of Work, Period B Student:
This student did not demonstrate much effort or time with this informal assignment. He completed the sections as follows:
Filled out the Log incompletely. The student only has two entries for his log. Also, the amount of time recorded for these research sessions is clearly incorrect. In addition, there is no specific information in his log that would be useful for the project. The student lost 3 points for this section (out of 5).
Filled out the Environmental Problem incorrectly. Student answered the "causes, effect, and solutions" section incompletely for the Main Ideas. Also, for the Details, the student's answers were incorrect as well as incomplete. The student lost 7 points for this section (out of 15).
Did not fill out the Research Section. Student did not answer any of the questions in the research section. Left the fields completely blank. Did not receive any credit for this section.
Did not fill out the Important Facts the Student Should Teach to Others in their Project. Student did not include any important facts to teach to others. Left the field completely blank. Did not receive any credit for this section.
Did not fill out the Sources for Research section. Student did not include any books or internet sources. Did not receive any credit for this section.
Highest Level of Work, Period C Student:
This student clearly followed directions and completed all of the three major sections that were required in the formal assignment. Also, the assignment was completed and handed in on time. She completed the sections as follows:
Answered all the Questions on the assignment sheet. All of the six questions were answered in a complete, legible, and neat manner. Student used scientific terms in her explanations. Clearly shows effort and time. Student received full credit for this section.
Completed a Rough Draft Paragraph to inform others of what she had learned. Her rough draft is neat and legible. First paragraph is indented and all the necessary information is included.
Completed a Final Copy Paragraph by revising and editing the rough draft. Final copy includes a hook and a closure. Also, final copy is written onto white lined paper, it's indented and neat. Student received full credit for this section.
Medium Level of Work, Period E Student:
This student overall did a nice job with his formal assignment. However, he did lose some points in two of the required sections. He completed the sections as follows:
He did not answer all the Questions in detail as was required. All of the six questions were answered. However, question#2 was lacking important details. Student lost 2 points for this section (out of 5).
Completed a Rough Draft Paragraph to inform others of what he had learned. His rough draft was legible. First paragraph was indented. However, student did not mention a specific animal being affected by the environmental problem.
Completed a Final Copy Paragraph in a neater handwriting. However, there was no significant revisions made from the rough draft. Again, specific animal being affected by the problem was not mentioned. Student lost 2 points for this section (out of 5)
Low Level of Work, Period B Student:
This student did not demonstrate much effort or time with this formal assignment. He completed the three major sections as follows:
He did not answer all the Questions in detail as was required. None of the six questions were answered in detail. Also, some of the answers that the student provided are disconnected from the topic. Most answers are superficial and incomplete. Student lost 14 points total for questions section (out of 30)
Completed a Rough Draft Paragraph to inform others of what he had learned. His rough draft is not specific and detailed. Most ideas are incomplete.
Completed a Final Copy Paragraph in a neater handwriting. However, the suggestions given for his rough draft were not incorporated into the final copy. The final copy paragraph is still lacking in detail. Ideas are not fully developed. Awkward transitions between thoughts. Student lost 2 points for this section (out of 5).
Highest Level of Work, Period C Student:
From evaluating this high level student's work, I learned that this particular student really paid great attention to directions. She completed all the components of the assignment in great detail and included all the required information. For example, when describing the "causes, effects, and solutions" of the environmental problem, the student clearly described the main ideas but then she went on and specifically defined the details (i.e. burning fossil fuels --- buildings, cars, etc. burn coal, oil, or natural gas, producing steam which goes into the air). Her research is very concise, legible, neat, and correct. Another example of her high level of work is the concise and detailed way she sited her resources. She very specifially wrote down the website URL's, then she also included the title and the date of article (whenever applicable) and she also recorded the date of access for each website. I believe that this student know a great detail about her researched environmental problem. I believe that she is now able to conduct scientific research (something she most likely was not equipped to do before this assignment). This informal assignment had obiously prepared her for the formal assessment later on.
Medium Level of Work, Period E Student:
From evaluating this medium level student's work, I learned that this student is quite capable of producing good quality work. He completed all of the assignments. However, there were just a few areas where he lost points because of not being specific enough and lacking in details. For example, when describing the "causes, effects, and solutions" for the environmental problem, the student did not include specific details for "causes" and "effects". He could have done better by investing a bit more time in this section. Also, the student did not list his Sources for Research in a correct manner (i.e. only recorded a website but neglected to record the title or the date of the article; also missed the date of access). I believe that this student also understands the scientific research process (something he wasn't likely able to do before this assignment). I also believe that this informal assignment prepared him a great deal for the formal assessment later on. Only suggestion for him is to be more concise and detailed in his research and read the directions carefully.
Low Level of Work, Period B Student:
From evaluating this low level student's work, I learned that this student needs extra help and reinforced instructions with the assignment. Actually, he was given an extension in handing in his assignment (due to a requirement in his IEP). Unfortunately, he still did not invest enough time and effort in his work. It's evident that this student did not spend much time working on his Research Packet. All of the required sections on this assignment are either not completed, or filled in with lack of effort. For example, the student completely neglected to fill in three of the five sections. He did not complete the Research Section, Important facts I Should Teach Others About my Project, and the Sources for Research sections of his assignment. The other two sections (Log and Environmental Problem) were filled in superficially.
I believe that this student does not understand the steps about conducting scientific research. I also believe that by not completing this assignment, he is not ready for the formal assessment. He clearly still needs to learn how to follow directions, how to self monitor his work (including assigning homework to himself), and how to ask for help from the teacher.
B. Reflections from Formal Assessment
Highest Level of Work, Period C Student:
From evaluating the high performing student's work, it's apparent that the student applied her knowledge from the informal assessment while performing this formal assignment. She correctly completed all of the necessary requirements of this task. I believe that the student built upon her prior knowledge and was able to complete this task. I also believe that by completing this task so well, she is ready to prepare her final product of this unit (which she has informed me will be a children's book that she will assemble and it will be based on her environmental problem).
Medium Level of Work, Period E Student:
From evaluating the medium level performing student's work, I believe that he followed the directions quite well and just needs to direct more attention to directions. Even though he answered the questions, he missed to mention a big point in his Final Copy Paragraph. Specifically, he was supposed to include an animal that's been affected by the environmental problem. He neglected to do that. However, I still believe that this student learned and built upon his prior knowledge from the informal assignment as well. I feel that he is well prepared to assemble his final product for this unit (which he has informed me will be a PowerPoint presentation).
Low Level of Work, Period B Student:
From evaluating the low level performing student's work, it's clear that he had gotten stuck and wasn't able to progress and fully complete the formal assignment that followed the informal one. Obviously this is due to the fact that he never put enough effort or time into learning the concept and recording the research in the informal Research Packet. Unfortunately, I don't believe that the student has learned about the topic in depth. It seems that he has some superficial understanding and could be able to explain the "causes, effects, and solutions" of his chosen environmental problem only generally. He seems to lack a detailed understanding of the topic. I base that opinion on the answers he wrote to the formal assignment questions as well as to the Final Copy Paragraph he provided. I don't believe that this student is prepared to assemble his final product for this unit at an in depth, high level. Judging from his assessment, I believe his final product would be sub par.
VI. Conclusions
I believe that this project overall is designed at a right level for the 6th graders. From analyzing the work of three students (across all the different science classes), I found that the requirements of these assignments were reachable for the students. The high level student clearly did not have any problems understanding the assignments and completing them in a correct and timely manner. The medium level student also did not seem to have an issue with understanding the requirements and the directions of the task (with some exceptions of not being detailed enough). The low level student, however, clearly either did not comprehend the requirements or simply chose not to put in any effort and time to complete the assignments.
Aggregation of Class Data:
(This is where the performance of the representative students fits within the performance of the class as a whole)
The class average for Period C: 82
Period C High Level Performing Student's Average: 100
The class average of Period E: 90
Period E Medium Level Performing Student's Average: 87
The class average of Period B: 82
Period B Low Level Performing Student's Average: 50
Disaggregation of the Data:
(Student characteristic that I choose is the elementary school from which they came from. I will analyze the results for the different groups and compare them. Also, I will identify the three students whose work I selected and compare their level of work and the elementary schools from which they came from)
Formal and Informal Assessment of Student Learning
Name: Kerly Way
I. Assignment Description/Requirements
INFORMAL ASSESSMENT:The particular informal assessment I have chosen to post here, is a Research Packet that students had to complete in the beginning part of their project (project is called Environmental Issues Science Project). This research packet is divided into five major sections and students are required to complete each of these sections:
The reason why this assessment is informal (although it's a graded informal assessment), is that it is a leading-up assignment. It's only the beginning part of their big unit that they're working on. This research packet will demonstrate whether or not students are on the right track with this project and is a great way for them to receive constructive feedback.
FORMAL ASSESSMENT:
The formal assessment I chose to post here, is the Final Copy of the Environmental Problem Research Phase.
This formal assessment is divided into three major sections and students are required to complete each of these sections:
II. Description of Learning Goals
A. Informal Assessment
B. Formal Assessment
III. Assessments
A. Description of Informal Assessment
In the Research Packet, students are required to identify an environmental problem of which they wish to learn more about. The choices are: Global Climate Change, Acid rain, Solid Waste, Water Waste, and Watershed Pollution. They then can use library class time AND homework time to research the problem and identify the "causes, effects, and solutions" for it.Students also are required to fill out a log for every Research Session. They need to also find out additional details that would help them to teach someone else about the problem. In addition, students need to research information about an animal that has been affected by the problem (i.e. global climate change affects polar bears). They then need to find solutions that are being tried currently to correct the problem. Lastly, students need to find specific information about what changes humans can make to avoid the problem in the future.
IMPORTANT: After completing their informal Research Packets and before the students are graded on their work, they will have a chance to self-assess their work. Specifically, one day before these packets are due, students will gather into groups by their similar environmental topic. They then will be given a large easel paper and markers. Students will then collaboratively write down "causes, effects, and solutions" for their environmental problem. They then will stand in front of the class and present their answers (orally, not reading off the poster board). They will also answer questions from the class in regards to their topic. They will do this as a panel. This is a great form of self-assessment for the students because it allows them to share all of their research with other students who have the same topic. They also get enough time to make any revisions and discuss any misconceptions they might hold BEFORE getting graded for the assignment.
B. Description of Formal Assessment
In the Final Copy of the Environmental Problem Research Phase, students are required to use the information from their Research Packet and answer the required questions in complete sentences. The questions are designed with an intent to assess students' knowledge over the course of the research and to summarize it all in an effective way. In this assessment, students are required to clearly state their environmental problem and identify an animal (s) affected by it. They also must describe the causes and effects in specific details and in scientific terms. Students also must explain some possible solutions to the problem in a concise form. In this assessment, students also need to include any additional facts and current news that they learned about during the research.Lastly, students need to write a rough draft in a well constructed paragraph form to inform others of what they have learned about their specific environmental problem. After completing the rough draft, students revise and edit it. They then add a hook and a closure to the final copy. Also, the final copy of the paragraph needs to be on a white lined paper in a neat form.
As a final step in the formal assessment, students are asked to write about any problems that they encountered while doing the research (this would help next year's students to follow the research process).
IV. Analysis
A. Description of Class Context
Class Content: Earth ScienceClass Ability Level: Heterogeneous grouping. Out of 71 students, eight have IEP-s, and 6 have 504 plans.
Class Level: 6 th grade
I teach three science classes. Periods B, C, and E.
Period B contains 19 students (9 girls and 10 boys)
Period C contains 27 students (12 girls and 15 boys)
Period E contains 25 students (11 girls and 14 boys)
I selected the work of three students across all of the three different science periods. I chose the lowest level from Period B, the medium level from Period E, and the highest level from Period C class. The reason for choosing work all across the periods (not just from one class), is that I believe it to be a better representative of students' work. I hope this will help to illustrate my analysis of student learning on these same exact assignments across all the classes.
B. Analysis of Informal Assessment
Highest Level of Work, Period C Student:This student clearly followed directions and completed all of the five major sections that were required in the informal assessment. She completed the sections as follows:
Medium Level of Work, Period E Student:
This student overall did a nice job with his informal assignment. However, he did lose some points in two of the required sections. He completed the sections as follows:
Low Level of Work, Period B Student:
This student did not demonstrate much effort or time with this informal assignment. He completed the sections as follows:
C. Analysis of Formal Assessment
Highest Level of Work, Period C Student:This student clearly followed directions and completed all of the three major sections that were required in the formal assignment. Also, the assignment was completed and handed in on time. She completed the sections as follows:
Medium Level of Work, Period E Student:
This student overall did a nice job with his formal assignment. However, he did lose some points in two of the required sections. He completed the sections as follows:
Low Level of Work, Period B Student:
This student did not demonstrate much effort or time with this formal assignment. He completed the three major sections as follows:
V. Commentary / Reflection
A. Reflections from Informal Assessment
Highest Level of Work, Period C Student:From evaluating this high level student's work, I learned that this particular student really paid great attention to directions. She completed all the components of the assignment in great detail and included all the required information. For example, when describing the "causes, effects, and solutions" of the environmental problem, the student clearly described the main ideas but then she went on and specifically defined the details (i.e. burning fossil fuels --- buildings, cars, etc. burn coal, oil, or natural gas, producing steam which goes into the air). Her research is very concise, legible, neat, and correct. Another example of her high level of work is the concise and detailed way she sited her resources. She very specifially wrote down the website URL's, then she also included the title and the date of article (whenever applicable) and she also recorded the date of access for each website. I believe that this student know a great detail about her researched environmental problem. I believe that she is now able to conduct scientific research (something she most likely was not equipped to do before this assignment). This informal assignment had obiously prepared her for the formal assessment later on.
Medium Level of Work, Period E Student:
From evaluating this medium level student's work, I learned that this student is quite capable of producing good quality work. He completed all of the assignments. However, there were just a few areas where he lost points because of not being specific enough and lacking in details. For example, when describing the "causes, effects, and solutions" for the environmental problem, the student did not include specific details for "causes" and "effects". He could have done better by investing a bit more time in this section. Also, the student did not list his Sources for Research in a correct manner (i.e. only recorded a website but neglected to record the title or the date of the article; also missed the date of access). I believe that this student also understands the scientific research process (something he wasn't likely able to do before this assignment). I also believe that this informal assignment prepared him a great deal for the formal assessment later on. Only suggestion for him is to be more concise and detailed in his research and read the directions carefully.
Low Level of Work, Period B Student:
From evaluating this low level student's work, I learned that this student needs extra help and reinforced instructions with the assignment. Actually, he was given an extension in handing in his assignment (due to a requirement in his IEP). Unfortunately, he still did not invest enough time and effort in his work. It's evident that this student did not spend much time working on his Research Packet. All of the required sections on this assignment are either not completed, or filled in with lack of effort. For example, the student completely neglected to fill in three of the five sections. He did not complete the Research Section, Important facts I Should Teach Others About my Project, and the Sources for Research sections of his assignment. The other two sections (Log and Environmental Problem) were filled in superficially.
I believe that this student does not understand the steps about conducting scientific research. I also believe that by not completing this assignment, he is not ready for the formal assessment. He clearly still needs to learn how to follow directions, how to self monitor his work (including assigning homework to himself), and how to ask for help from the teacher.
B. Reflections from Formal Assessment
Highest Level of Work, Period C Student:From evaluating the high performing student's work, it's apparent that the student applied her knowledge from the informal assessment while performing this formal assignment. She correctly completed all of the necessary requirements of this task. I believe that the student built upon her prior knowledge and was able to complete this task. I also believe that by completing this task so well, she is ready to prepare her final product of this unit (which she has informed me will be a children's book that she will assemble and it will be based on her environmental problem).
Medium Level of Work, Period E Student:
From evaluating the medium level performing student's work, I believe that he followed the directions quite well and just needs to direct more attention to directions. Even though he answered the questions, he missed to mention a big point in his Final Copy Paragraph. Specifically, he was supposed to include an animal that's been affected by the environmental problem. He neglected to do that. However, I still believe that this student learned and built upon his prior knowledge from the informal assignment as well. I feel that he is well prepared to assemble his final product for this unit (which he has informed me will be a PowerPoint presentation).
Low Level of Work, Period B Student:
From evaluating the low level performing student's work, it's clear that he had gotten stuck and wasn't able to progress and fully complete the formal assignment that followed the informal one. Obviously this is due to the fact that he never put enough effort or time into learning the concept and recording the research in the informal Research Packet. Unfortunately, I don't believe that the student has learned about the topic in depth. It seems that he has some superficial understanding and could be able to explain the "causes, effects, and solutions" of his chosen environmental problem only generally. He seems to lack a detailed understanding of the topic. I base that opinion on the answers he wrote to the formal assignment questions as well as to the Final Copy Paragraph he provided. I don't believe that this student is prepared to assemble his final product for this unit at an in depth, high level. Judging from his assessment, I believe his final product would be sub par.
VI. Conclusions
I believe that this project overall is designed at a right level for the 6th graders. From analyzing the work of three students (across all the different science classes), I found that the requirements of these assignments were reachable for the students. The high level student clearly did not have any problems understanding the assignments and completing them in a correct and timely manner. The medium level student also did not seem to have an issue with understanding the requirements and the directions of the task (with some exceptions of not being detailed enough). The low level student, however, clearly either did not comprehend the requirements or simply chose not to put in any effort and time to complete the assignments.Aggregation of Class Data:
(This is where the performance of the representative students fits within the performance of the class as a whole)
The class average for Period C: 82Period C High Level Performing Student's Average: 100
The class average of Period E: 90
Period E Medium Level Performing Student's Average: 87
The class average of Period B: 82
Period B Low Level Performing Student's Average: 50
Disaggregation of the Data:
(Student characteristic that I choose is the elementary school from which they came from. I will analyze the results for the different groups and compare them. Also, I will identify the three students whose work I selected and compare their level of work and the elementary schools from which they came from)